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University  of  North.  Carolina 
This  book  was  presented  by 


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Educational  Publication  No.  58  Division  of  Teacheb  Training  Xo.  10 


INSTITUTIONS 


OF 


HIGHER  LEARNING 


IN 


NORTH   CAROLINA 


Published  by  the 

State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 


North  Carolina  State  Department  of 
Public  Instruction 


DIVISION  OF  TEACHER  TRAINING 

A.  T.  Allen Director 

Miss  Hattie  Parrot Supervisor- 
Miss  Susan  Fttlghum Supervisor 

Mrs.  T.  E.  Johnston Supervisor 

Mks.  B.  R.  Roberts Stenographer 


Contents 


PAGE 

1.  Introduction    5 

2.  College   Conference   and   Standardization    9 

(a)  Principles  for  Accrediting  Colleges 12 

(b)  Principles  for  Accrediting  Junior  Colleges    14 

3.  Spirit    of    Cooperation     15 

4.  Classification  of  Institutions   16 

5.  Entrance   Requirements    17 

Table  I      (a)    Institutions  for  White  People    20 

(b)    Institutions   for   Colored   People 21 

6.  Graduation    Requirements     22 

Table  II     (a)   Institutions  for  White  People    24 

(b)    Institutions  for  Colored  People 25 

7.  The    Faculty     26 

Table  III  (a)   Institutions  for  White  People    27 

(b)    Institutions  for  Colored  People 27 

8.  Student  Body 28 

Table  IV   (a)   Institutions    for    White    People 29 

(b)   Institutions  for  Colored  People 31 

9.  Financial    32 

Table  V     (a)    Institutions    for   White    People 33 

(b)    Institutions  for  Colored  People , .......  35 

10.  Equipment    36 

Table  VI    (a)   Institutions  for  White  People ". 37 

(b)    Institutions  for  Colored  People 39 

11.  List   of  Institutions    in    North   Carolina 40 


[31 


INTRODUCTION 

The  law  governing  the  certification  of  teachers  has  made  it  necessary 
for  the  State  Department  of  Education  to  secure  a  clearer  knowledge 
of  the  extent  and  possibilities  of  higher  education  in  North  Carolina. 
What  is  a  year  of  standard  college  work?  What  is  a  standard  four- 
year  college?  The  answer  to  these  two  questions  was  not  available 
when  the  certification  law  was  passed.  It  was  not  possible  then  to 
tell  how  many  institutions  were  capable  of  giving  one,  two,  three  or 
four  years  of  full  college  work  because  no  standard  had  been  set  up 
by  the  State  by  which  to  judge  the  ability  of  an  institution  to  do 
first  class  college  work. 

The  higher  institutions  of  the  State,  therefore,  were  requested  to 
aid  the  State  Department  of  Education  in  erecting  some  standard  by 
which  they  would  be  willing  to  be  judged  and  at  once  they  gave  their 
assistance  and  unanimously  adopted  certain  standards  embraced  in 
this  bulletin,  thus  making  it  comparatively  easy  for  the  State  Depart- 
ment of  Education  to  measure  the  value  of  the  certificates  issued  on 
the  basis  of  college  credits.  ISTo  more  patriotic  service  has  been  ren- 
dered and  no  more  helpful  assistance  has  been  given  the  State  Depart- 
ment of  Education  by  any  group  of  educational  workers  than  that 
contributed  by  the  higher  institutions  of  the  State.  It  has  been  especial- 
ly noticeable  that  harmony  and  cooperation  prevails  among  them  and 
that  they  are  a  unit  in  their  efforts  to  promote  the  educational  prog- 
ress of  North  Carolina.  Such  valuable  service  rendered  by  the  higher 
institutions  in  the  State  has  contributed  much  to  the  growth  and  ex- 
pansion of  our  educational  system. 

This  bulletin  on  higher  education  was  prepared  by  Mr.  A.  T. 
Allen,  Director  of  Teacher  Training,  and  is  the  result  of  several 
conferences  with  the  representatives  of  all  institutions  doing  work 
of  college  grade.  The  statistics  are  compiled  from  catalogs  and  re- 
ports submitted  by  them.  This  is  the  first  comprehensive  study  of  higher 
education  in  North  Carolina  and  it  is  published  in  order  to  give  the 
public  a  clearer  understanding  of  the  extent  and  possibilities  of  higher 
education  in  the  State. 


State  Superintendent  Public  Instruction. 


PREFACE 

This  bulletin  is  merely  a  preliminary  report  on  the  status  of  higher 
education  in  North  Carolina.  In  no  way  could  it  be  understood 
to  be  a  critical  analysis  of  the  situation.  It  will  show  in  a  very 
general  way  only  the  educational  resources  and  effort  of  these  institu- 
tions as  of  the  school  year  1920-21. 

The  combined  ability  of  these  institutions  to  care  for  the  needs  of 
higher  education  in  North  Carolina  is  perhaps  greater  than  the 
casual  reader  would  suspect.  The  combined  capital  invested  in  build- 
ings, grounds  and  equipment  reaches  a  total  of  $15,418,834.  The 
invested  funds  represent  an  outlay  of  $5,528,240.13.  This  makes  the 
total  financial  resources  of  these  institutions  $20,947,074.13.  In  the 
year  1920-21  the  current  expenditures  amounted  to  $3,375,285.26.  In 
the  same  year  686  professors  and  instructors  were  employed  and 
7,778  students  of  college  grade  were  in  attendance. 

Heretofore  no  statistics  relative  to  college  education  in  North  Caro- 
lina have  been  available.  This  bulletin  attempts  to  present  only 
the  salient  facts.  Questionnaires  were  sent  to  all  the  institutions  in 
August,  1921.  Replies  were  received  from  the  institutions  listed  in 
the  tables.  The  catalogues  for  the  school  year  1920-21  were  studied 
in  connection  with  the  information  blanks.  In  addition  to  this,  personal 
visits  were  made  to  about  half  of  the  institutions     ' 

While  this  information  was  being  collected,  the  North  Carolina  Col- 
lege Conference  was  organized.  A  short  account  of  the  work  of  this 
Conference  is  given  in  the  first  part  of  this  bulletin.  The  "Principles 
for  Accrediting  Colleges,"  and  the  "Principles  for  Accrediting  Junior 
Colleges"  as  adopted  by  this  Conference  will  be  found. 

In  accordance  with  the  adopted  standards  the  institutions  have  been 
classified.  The  list  will  be  found  on  page  16.  This  classification 
is  not  final.  It  is  understood  that  this  study  will  continue.  From 
time  to  time  the  institutions  will  be  reclassified.  As  their  equipment 
is  increased,  their  faculties  strengthened,  and  their  student  bodies  are 
enlarged,  higher  ratings  will  be  given. 

[7] 


8  Preface 

The  last  part  of  the  bulletin  is  given  over  to  statistics.  These  have 
been  used  as  a  partial  basis  of  the  classification  of  the  institutions. 
These  tables  are  arranged  so  that  the  facts  are  presented  in  the  order 
called  for  in  the  Principles  for  Rating  Colleges  adopted  by  the  ISTorth 
Carolina  College  Conference. 

The  purpose  of  all  this  work  is  to  facilitate  the  transfer  of  credits 
from  one  institution  to  another  without  loss.  It  undertakes  also  10 
bring  the  State  Department  of  Education  and  the  various  institutions 
of  the  State  into  approximate  harmony  in  the  amount  of  college 
credit  awarded  for  work  in  any  given  institution. 

Director  of   Teacher   Training. 
September   20,   1922. 


INSTITUTIONS  OF  HIGHER  LEARNING 
IN  NORTH  CAROLINA 


THE  NORTH  CAROLINA  COLLEGE  CONFERENCE  ADOPTS  PRINCIPLES 
FOR  ACCREDITING  COLLEGES 

The  new  certification  scheme  in  North  Carolina  contemplates  the  gradation 
of  teachers'  certificates  on  the  basis  of  standard  college  credits.  Each 
class  of  certificate  is  separated  from  the  next  higher  or  lower  class  by 
one  year  of  college  work.  As  quickly  as  this  scheme  was  published  it  be- 
came necessary  for  the  State  Department  of  Education  to  define  very  dis- 
criminatingly what  was  meant  by  a  year  of  college  work. 

An  examination  into  the  work  of  the  agencies  for  the  standardization  of 
college  credits  revealed  the  fact  that  these  agencies  confined  their  efforts 
to  two  college  types — the  standard  four-year  college  and  the  Junior  College. 
The  certification  scheme  demanded  a  closer  and  more  discriminating  defini- 
tion than  this,  as  it  offers  credit  on  four  levels;  viz.,  one  year,  two  years, 
three  years  and  four  years  of  college  work.  It  became  necessary  there- 
fore not  only  to  define  these  units  in  general  terms,  but  also  to  specify 
the  credit  to  be  allowed  in  every  institution  of  higher  learning  in  the  State. 

The  amount  of  college  credit  allowed  the  students  from  the  smaller  institu- 
tions by  the  A  Colleges  in  the  State  did  not  correspond  with  the  amount 
of  credit  allowed  on  a  teacher's  certificate  by  the  State  Department  of  Educa- 
tion. In  some  instances  the  State  allowed  more  credit  than  an  A  College 
would  allow.  Sometimes  an  A  College  would  allow  more  credit  than  the 
State.  Furthermore,  the  standard  colleges  themselves  did  not  agree  on  the 
amount  of  credit  to  be  allowed  the  graduates  of  the  smaller  institutions. 
All  of  these  facts  had  a  strong  tendency  to  bring  great  confusion  into  the 
whole  matter  of   college   credits. 

In  the  midst  of  this  confusion  the  State  Department  sent  a  representa- 
tive to  Washington  to  confer  with  Dr.  George  F.  Zook,  Specialist  in 
Higher  Education  in  the  Bureau  of  Education.  Dr.  Zook  advised,  that  in 
his  opinion,  the  colleges  of  the  State  should  be  called  into  conference  to 
consider  the  whole  question  of  standardization. 

While  the  State  Superintendent  of  Public  Instruction  was  contemplating 
asking  the  college  executives  to  meet  in  such  a  conference,  he  ascertained 
that  Dr.  Raymond  Binford,  President  of  Guilford  College,  acting  upon  the 
advice  of  a  number  of  other  college  presidents,  was  about  to  call  a  meet- 
ing of  the  heads  of  all  the  higher  institutions  for  the  consideration  of  a 
number  of  questions  of  vital  interest  to  all  the  colleges.  The  State  Depart- 
ment of  Education  was  very  cordially  invited  to  participate   in  this   con- 

[9] 


10  Institutions  of  Higher  Learning 

ference.     The   program   of   one   entire    evening    was   set    aside    for   the    con- 
sideration of  college  standards. 

The  first  meeting  of  this  conference  was  held  in  the  O.  Henry  Hotel, 
Greensboro,  on  October  7,  1921.  Dr.  Raymond  Binford  was  elected  Presi- 
dent, and  Professor  N.  W.  Walker  was  elected  Secretary.  Dr.  Zook  presented 
the  matter  of  college  standards,  and  told  what  was  being  done  by  the 
various  agencies  working  in  the  field.  The  conference  decided  unanimously 
to  take  up  the  matter  at  once  in  a  serious  way  and  to  work  out  a  scheme 
whereby  all  parties  by  agreement  would  place  approximately  the  same  value 
in  terms  of  college  credits  on  the  work  at  the  various  institutions  of  the 
State.  The  conference  appointed  a  committee  to  draft  tentative  standards 
for  colleges  and  to  present  them  to  a  later  meeting  of  the  conference  for 
consideration.     This  committee  was  composed  of  the  following  gentlemen: 

Dr.    W.    P.    Few,    Trinity    College. 

Dr.  L.  E.  Cook,  N.  C.  State  College  of  A.  and  E. 

Dr.  C.  G.  Vardell,  Flora  Macdonald  College. 

Dr.  C.  E.  Brewer,  Meredith  College. 

Dr.  E.  W.  Knight,  University  of  North  Carolina. 

This  committee  met  in  the  0.  Henry  Hotel  early  in  November  to 
prepare  the  tentative  standards.  Dr.  George  F.  Zook  was  present  at  this 
meeting.  He  had  just  returned  from  a  session  of  the  Joint  Committee 
on  Standards  from  the  American  Council  on  Education  and  the  National 
Conference  Committee  on  Standards  of  Colleges  and  Secondary  Schools. 
This  committee  had  formulated  a  set  of  statements  which  it  designated 
as   "Principles  for   Accrediting   Colleges." 

The  committee  of  the  North  Carolina  College  Conference  adopted  these 
principles  as  the  basis  of  its  report.  With  only  a  few  minor  changes,  to 
adapt  them  to  conditions  in  North  Carolina,  the  committee  decided  to  present 
them  to  the  whole  conference  for  consideration.  Before  the  principles 
could  be  presented  to  the  conference,  the  Association  of  Colleges  and  Second- 
ary Schools  in  the  Southern  States  held  a  meeting  in  Birmingham  and 
adopted  a  new  set  of  standards  for  rating  colleges.  These  new  standards 
were  undoubtedly  based  on  the  principles  promulgated  by  the  National 
Committee. 

The  second  meeting  of  the  North  Carolina  College  Conference  was  held 
in  the  0.  Henry  Hotel  on  March  10,  1922.  The  following  institutions 
participated  in  the  Conference: 

Atlantic  Christian  College: 
President    H.    S.    Hilley. 

Catawba  College: 

President  A.  D.  Wolfinger. 

Davidson  College: 

Professor   F'razer   Hood. 

East  Carolina  Teachers'  College: 
President  Robert  H.  Wright. 

Elon  College: 

Professor  W.  C.  Wicker. 


In  North  Carolina  11 

Flora  Macdonald  College: 
President  C.  G.  Vardell. 

Greensboro  College  for  Women: 
President  S.  B.  Turrentine. 
Professor  D.  F.   Nicholson. 

Guilford  College: 

President  Raymond  Binford. 
Professor    L.    Lea    White. 

Lenoir  College: 

President    J.    C.    Peery. 
Professor    R.    L.    Fritz. 

Meredith   College: 

President  Charles   E.   Brewer. 

North  Carolina  College  for  Women: 
President   J.   I.   Foust. 
Dean  W.  C.  Smith. 

N.  C.  State  College  of  A.  and  E.: 
Professor  L.  E.  Cook. 

Oxford  College: 

President  F.  P.  Hobgood. 

Peace  Institute: 

President  Mary  O.  Graham. 

Miss  May  McLelland. 
Queens  College: 

President  W.  H.  Frazer. 
Rutherford  College: 

Professor  W.  E.  Hauss. 
Salem   Academy    and    College: 

President  Howard  E.  Rondthaler. 
State  Department  of  Education: 

State   Superintendent  E.  C.  Brooks. 

High  School  Inspector  J.  Henry  Highsmith. 

Director  of  Teacher  Training  A.  T.  Allen. 
Trinity  College: 

President  W.  P.  Few. 
University   of   North    Carolina: 

President  H.  W.  Chase. 

Professor  N.  W.  Walker. 
Honorary  Member: 

Dr.  R.  T.  Vann. 

At  this  meeting,  the  Principles  for  Accrediting  Colleges  were  presented 
to  the  whole  conference.  Every  section  was  throughly  discussed.  Practically 
every  member  of  the  conference  participated  in  some  phase  or  other  of  the 
discussion.  Each  principle  was  voted  on  separately  and  adopted  by  unani- 
mous vote.  The  State  Department  of  Education  was  designated  as  the  agency 
through  which  these  principles  should  be  applied. 


12  Institutions  of  Higher  Learning 

PRINCIPLES  FOR  ACCREDITING  COLLEGES 

[Approved  and  Adopted  by  the  N.  C.   College  Conference — Starch   10,    1922.] 

The   principles   as   adopted   are   as    follows: 

The  term  "college  as  used  below  is  understood  to  designate  all  institu- 
tions of  higher  education  which  grant  non-professional  bachelor's  degrees. 
The  committee  recommends  that  the  following  principles  and  standards  be 
observed  in  accrediting  colleges: 

1.  The  requirement  for  admission  shall  be  the  satisfactory  completion  of 
a  four-year  course  in  a  secondary  school  approved  by  a  recognized  accreditng 
agency,  or  the  equivalent  of  such  a  course  as  shown  by  examination.  The 
major  portion  of  the  secondary  school  course  accepted  for  admission  should 
be  definitely  correlated  with  the  curriculum  to  which  the  student  is  ad- 
mitted. 

2.  A  college  should  demand  for  graduation  the  completion  of  a  minimum 
quantitative  requirement  of  120  semester  hours  of  credit  (or  the  equivalent 
in  term  hours,  quarter  hours,  points,  majors,  or  courses),  with  further 
scholastic  qualitative  requirements  adapted  by  each  institution  to  its  con- 
ditions. 

Note   1-    Two    semesters    should    constitute    a    college    year    of    not    less 
than    thirty-four    weeks    exclusive    of   holidays. 

Note  2:  The  recitation  hour  should  be  sixty  minutes  gross,  or  not  less 
than  fifty  minutes  of  actual  teaching. 

3.  The  size  of  the  faculty  should  bear  a  definite  relation  to  the  type  of 
institution,  the  number  of  students,  and  the  number  of  courses  offered.  For 
a  college  of  approximately  100  students  in  a  single  curriculum  the  faculty 
should  consist  of  at  least  eight  heads  of  departments  devoting  full  time  to 
college  work.  With  the  growth  of  the  student  body,  the  number  of  full- 
time  teachers  should  be  correspondingly  increased.  The  development  of 
varied  curricula  should  involve  the  addition  of  further  heads  of  departments. 

The  training  of  the  members  of  the  faculty  of  professorial  rank  should 
include  at  least  two  years  of  study  in  their  respective  fields  of  teaching  in 
recognized  graduate  schools,  or  a  corresponding  professional  or  technical 
training.  It  is  desirable  that  the  training  of  the  head  of  a  department 
should  be  equivalent  to  that  required  for  a  Doctor's  Degree,  or  should 
represent  a  corresponding  professional  or  technical  training.  A  college 
should  be  judged  in  large  part  by  the  ratio  which  the  number  of  persons 
of  professorial  rank  with  sound  training,  scholarly  achievement  and  suc- 
cessful experience  as  teachers  bears  to  the  total  number  of  the  teaching 
staff. 

Teaching  schedules  exceeding  16  hours  per  week  per  instructor,  or  classes 
(exclusive  of  lectures)  of  more  than  thirty  students  should  be  interpreted  as 
endangering  educational  efficiency. 

Note  1  •■  One  year  of  training  above  the  Bachelor's  Degree  will  be  accepted 
until  1923. 

Note  2:  Instructors  having  entire  charge  of  a  course  should  show  one  year 
of  training  in  his  particular  field  above  the  Bachelor's  Degree. 


Ix  North  Carolina  13 

4.  The  minimum  annual  operating  income  for  an  accredited  college  should 
be  $50,000,  of  which  not  less  than  $25,000  should  be  derived  from  stable 
sources,  other  than  students,  preferably  from  permanent  endowments.  In- 
crease in  faculty,  student  body,  and  scope  of  instruction  should  be  judged 
in  relation  to  its  educational  program. 

Note  1  ■■  Until  1924  $40,000  income  and  $15,000  from  stable  sources  will  be 
accepted. 

5.  The  material  equipment  and  upkeep  of  a  college,  its  buildings,  lands, 
laboratories,  apparatus,  and  libraries  should  also  be  judged  by  their  efficiency 
in  relation  to  its  educational  program. 

A  college  should  have  a  live  well  distributed  professionally  administered 
library  of  at  least  8,000  volumes,  exclusive  of  public  documents,  bearing 
specifically  upon  the  subjects  taught,  and  with  a  definite  annual  appropria- 
tion for  the  purchase  of  new  books. 

Note  i--  6,000  volumes  until  1924  will  be  accepted. 

6.  A  college  should  not  maintain  a  preparatory  school  as  part  of  its  college 
organization.  If  such  a  school  is  maintained  under  the  college  charter  it 
should  be  kept  rigidly  distinct  and  separate  from  the  college  in  students, 
faculty  and  buildings. 

Note  1-   Omit  the  phrase  "and  buildings"  until  1924. 

7.  In  determining  the  standing  of  a  college  emphasis  should  be  placed 
upon  the  character  of  the  curriculum,  the  efficiency  of  instruction,  the  stand- 
ard for  regular  degrees,  the  conservatism  in  granting  honorary  degrees, 
the  tone  of  the  institution  and  its  success  in  stimulating  and  preparing  stu- 
dents to  do  satisfactory  work  in  recognized  graduate,  professional,  or  re- 
search institutions. 

8.  No  college  should  be  accredited  until  it  has  been  inspected  and  reported 
upon  by  an  agent,  or  agents  regularly  appointed  by  the  accrediting  organiza- 
tion. 


THE  NORTH  CAROLINA  COLLEGE  CONFERENCE  ADOPTS  PRINCIPLES 
FOR  ACCREDITING  JUNIOR  COLLEGES 

At  the  Greensboro  meeting  of  the  College  Conference,  the  Committee  on 
Standards  was  continued  and  directed  to  formulate  principles  for  accredit- 
ing Junior  Colleges  and  to  present  them  for  consideration  at  a  called  meet- 
ing of  the  Conference. 

President  W.  P.  Few  convened  this  Committee  in  the  Yarborough  Hotel  on 
July  22,  1922.     The  following  members  of  the  committee  were  present: 

Dr.  W.  P.  Few,   Chairman. 
Dr.  Charles  E.  Brewer. 
Dr.  E.  W.  Knight 
Dr.  L.  E.  Cook. 

Dr.  C.  G.  Vardell  was  in  Scotland  at  the  time  of  the  meeting,  and  could 
not  attend.     Dr.  E.  D.  Fusey,  Secretary  of  the  Association  of  Colleges  and 


14  Institutions  of  Higher  Learning 

Secondary  Schools  of  the  Southern  States,  was  present  by  request  of  the 
Chairman.  Mr.  J.  Henry  Highsmith  and  A.  T.  Allen  of  the  Slate  Depart- 
ment of  Education  were  present  as  visitors. 

The  committee  had  for  its  consideration  the  tentative  report  of  the  sub- 
committee of  the  Joint  Committee  from  the  America;!  Council  on  Education 
and  the  National  Committee  on  Standards  of  Colleges  and  Secondary  Schools. 
The  report  of  the  sub-committee  was  adopted  as  the  basis  of  the  report 
formulated  by  the  Committee  from  the  North  Carolina  College  Conference. 

The  Committee's  report  was  presented  to  the  entire  Conference  at  its 
meeting  in  the  Yarborough  Hotel  on  August  25,  1922.  After  a  spirited 
debate,  each  principle  was  adopted  serially  by  a  unanimous  vote. 

The  Conference  designated  the  State  Department  of  Education  as  the 
agency    through   which    these    principles    should    be    applied. 

PRINCIPLES  FOR  ACCREDITING  JUNIOR  COLLEGES 

[Approved   and   Adopted  by   the   N.    C.   Collese   Conference — August    25,    1022.1 

The  principles  for  Accrediting  Junior  Colleges  are  as  follows: 
In  defining  standards  for  the  Junior  College  the  committee  had  in 
mind  an  institution  covering  the  first  two  years  of  college  work.  At  the 
same  time  it  is  not  unmindful  of  the  fact  that  rarely  is  the  Junior  College 
confined  tp  this  form  of  organization;  usually  these  two  years  of  college 
work  are  united  with  two  or  more  of  high  school  work,  or  with  preparatory 
classes,  or  with  other  collateral  courses  for  teachers.  Nor  does  it  desire 
to  ignore  the  possibility  that  Junior  Colleges  may  offer  also  courses  and 
curricula  of  college  grade  not  now  typically  paralleled  in  the  first  two 
years  of  work  in  standard  colleges  and  universities.  For  the  present, 
however,  the  committee  has  not  attempted  to  define  more  nearly  these 
varying  types,  but  has  suggested  as  standards  certain  requirements  per- 
taining largely,  if  not  exclusively,  to  these  two  college  years,  believing 
these  years  to  be  the  essential  part  of  the  work.  The  existence  of  these 
two  years  alone  justifies  the  term  "Junior  College"  and  all  attempts 
at  standardization  should  proceed  on  the  assumed  identity  of  this  work  in 
scope  and  thoroughness  with  similar  work  done  by  the  standard  four-year 
college. 

1.  The  requirements  for  admission  shall  be  the  satisfactory  completion  of 
a  four-year  course  in  a  secondary  school  approved  by  a  recognized  accrediting 
agency  or  the  equivalent  of  such  a  course,  as  shown  by  examination. 
The  major  portion  of  the  secondary  school  course  accepted  for  admission 
should  be  definitely  correlated  with  the  curriculum  to  which  the  student  is 
admitted. 

2.  Requirements  for  graduation  must  be  based  on  the  satisfactory  com- 
pletion of  thirty  year  hours,  or  sixty-semester  hours  of  work  correspond- 
ing in  grade  to  that  given  in  the  freshmen  and  sophomore  years  of  stand- 
ard colleges  or  universities.  In  addition  to  the  above  quantitative  require- 
ments each  institution  should  adopt  other  qualitative  standards  suited  to  its 
individual    conditions. 

3.  Members  of  the  teaching  staff  in  regular  charge  of  classes  must  have 
at  least  a  baccalaureate  degree,  or  the  equivalent  of  this  degree  in  special 


In  North  Carolina  15 

training  and  should  have  not  less  than  one  year  of  graduate  work  in  a 
recognized  graduate  school;  in  all  cases  efficiency  in  teaching  as  well  as 
the  amount  of  graduate  work  should  be  taken  into  account. 

4.  The  teaching  schedule  of  instructors  teaching  Junior  College  classes 
shall  be  limited  to  twenty-two  hours  per  week;  for  instructors  devoting 
their  whole  time  to  Junior  College  classes  eighteen  hours  should  be  the 
maximum. 

5.  The  curriculum  should  provide  for  breadth  of  study  and  should  have 
justifiable  relation  to  the  resources  of  the  institution,  but  there  should  be 
a  minimum  of  five  departments,  each  in  charge  of  a  teacher  giving  at 
least  half  of  his  time  to  collegiate  instruction  in  his  department.  This 
number  of  departments,  and  the  size  of  the  faculty  should  be  increased 
with  the  development  of  varied  curricula  and  the  growth  of  the  student 
body. 

6.  The  limit  of  the  number  of  students  in  a  recitation  or  laboratory 
class  in   a  junior   college   should   be  thirty. 

7.  The  college  work  should  be  the  essential  part  of  the  curriculum.  No 
junior  college  should  be  accredited  until  its  registration  in  the  collegt 
work  has  reached  approximately  fifty  students. 

8.  The  material  equipment  and  upkeep  of  a  junior  college,  its  building, 
land,  laboratories,  apparatus  and  libraries  should  be  judged  by  their  effi- 
ciency   in    relation    to    the    educational    program. 

(o)  The  laboratory  equipment  shall  be  adequate  for  all  the  experi- 
ments called  for  by  the  courses  offered  in  the  science  (about  $2,000 
worth  of  apparatus  for  each  science  offered),  and  these  facilities  shall 
be  kept  up  by  means  of  an  annual  appropriation  in  keeping  with  th? 
curriculum. 

(b)  A  junior  college  should  have  a  live,  well  distributed,  profession- 
ally administered  library  of  at  least  2,000  volumes,  exclusive  of  public 
documents,  bearing  specifically  on  the  subjects  taught  and  with  a 
definite    annual   appropriation   for   the   purchase   of   new   books. 

9.  The  minimum  annual  operating  income  for  the  two  years  of  junior 
college  work  should  be  $10,000,  of  which  not  less  than  $5,000  should  be 
derived  from  stable  sources,  other  than  students,  preferably  permanent  en- 
dowments. Increase  in  faculty,  student  body  and  scope  of  instruction  should 
be  accompanied  by  increase  of  income  from  such  stable  sources.  The 
financial  status  of  each  junior  college  should  be  judged  in  relation  to  its 
educational  program. 

Note:  Until  1924,  an  income  of  $3,000  from  stable  sources  will  be  accepted. 

10.  The  high  school  department  run  in  connection  with  the  junior 
college  shall  be  accredited  by  a  recognized  accrediting  agency  for  secondary 
schools. 

THE  SPIRIT  OF  CO-OPERATION 

This  whole  program  has  been  attended  throughout  by  the  finest  spirit 
of   cooperation   among   all   the   colleges,    and    between    all    the    colleges    and 


16  Institutions  of  Higher  Learning 

the  State  Department  of  Education.  There  was  the  manifest  intention 
by  all  concerned  to  use  the  utmost  diligence  to  bring  order  out  of  con- 
fusion,— to  work  in  harmony  for  the  advancement  of  the  cause  of  higher 
education  in  North  Carolina.  The  High  School  Journal,  reporting  the 
Greensboro  meeting,  made   the  following  comments: 

"Many  important  issues  were  up  for  discussion,  and  steps  were  taken  to 
put  higher  education  in  North  Carolina  on  a  higher  plane,  to  systematize 
it  and  standardize  it  in  ways  impossible  hitherto.  There  can  be  no  doubt 
that  lasting  good   was  accomplished." 

The  State  Department,  starting  on  its  task  of  applying  the  adopted 
principles  to  the  institutions  in  North  Carolina,  publishes  herein  a  few  of 
the  salient  facts  bearing  on  this  problem,  that  have  so  far  been  collected. 
For  the  purpose  of  issuing  teachers'  certificates  to  the  graduates  in  the 
class  of  1922,  it  has  tentatively  classified  the  institutions.  As  it  proceeds 
with  the  collection  of  material  facts,  it  hopes  to  present  from  time  to  time 
a   clearer   statement    of  the   condition   of   higher   education    in    the   State. 

The  institutions  have  been  classified  as  follows  so  far  as  the  graduates 
of  the  class  of  1922  are  concerned. 

CLASSIFICATION  OF  INSTITUTIONS  OF  HIGHER  LEARNING 
IX  >ORTH  CAROLINA 

I.     Institutions  for  White  People. 

GROUP  A— FOUR- YEAR  STANDARD   COLLEGES: 
Davidson  College. 
Elon   College    (since  1915). 
Greensboro  College  for  Women    (since  1915). 
Guilford    College    (since    1915). 
Lenoir   College    (since  1915). 
Meredith    College. 
North  Carolina  College  for  Women. 
Salem  College   (since  1915). 
Trinity  College. 

University    of    North    Carolina. 
Wake    Forest    College. 

GROUP  B— FOUR-YEAR  COLLEGES  IN  CLASS  B: 
Flora  Macdonald  College. 
Queens  College. 
St.  Genevieve  of  the  Pines. 

GROUP  C— CERTIFICATES   IN   CLASS   C   IN   1922: 

Atlantic  Christian  College   (rated  A  for  1923  on  condition). 

Belmont  Abbey  College. 

Catawba    College     (in    class    B    for    1923    graduates). 

Carolina   College    (conditional). 

Chowan    College    (in    class    B    for   graduates    of    1923). 

Davenport   College    (probably   in   class   B   for   1923). 

Louisburg  College. 


In  North  Carolina  17 

GROUP  0 — Continued: 

Mitchell    College    (to   be   reconsidered    for    1923    graduates). 

Oxford   College    (two-year   course   accepted    for    1923). 

Peaee  Institute. 

St.   Mary's  School. 

Weaver   College    (conditional). 

TECHNICAL   INSTITUTIONS: 

N.    C.    State    College    of    Agriculture    and    Engineering     (four-yeir 
course).       (Recommended    for    A    rating    in    1923). 

TEACHERS'  COLLEGES: 

East  Carolina  Teachers  College    (four-year  course). 

STANDARD  NORMAL  SCHOOLS: 

^Asheville  Normal    School    (since  1922). 
East  Carolina  Teachers  College    (two-year   course). 

II.    Institutions  for  Colored  People. 

GROUP   B— FOUR-YEAR   INSTITUTIONS    IN    CLASS   B: 
Biddle  University. 
Shaw  University. 

GROUP    C— CERTIFICATES    IN    CLASS    C    IN    1922: 
Agricultural    and    Technical    College. 
Livingston    College. 

GROUP  D— CERTIFICATES  IN  ELEMENTARY  CLASS  A  IN  1922: 
Bennett    College     (reconsidered    for    higher    rating    1923). 
National  Training  School   (reconsidered  for  higher  rating  in  1923). 

ENTRANCE  REQUIREMENTS 

Perhaps  college  entrance  requirements  have  been  discussed  more  than 
any  other  phase  of  college  administration.  They  represent  the  junction 
point  of  college  and  secondary  education.  Colleges  have  desired  the  high 
schools  fo  adapt  their  curricula  to  the  college  curricula.  The  high  schools 
on  the  other  hand  have  demanded  the  right  to  prepare  their  own  plans 
of  work.  The  high  school  in  many  instances  must  be  a  completion 
school,  and  must  therefore  be  constructed  with  that  fact  in  view.  The 
high  schools  for  many  years  have  had  the  better  of  the  argument  because 
the  high  schools  were  not  turning  out  enough  well  prepared  students  to 
keep  the  colleges  busy.  Conditional  students  were  accepted  in  great  num- 
bers. Within  recent  years  the  tables  have  been  turned.  More  high 
school  graduates  want  to  go  to  college  than  can  be  accommodated.  This  has 
enabled  the  North  Carolina  College  Conference  to  strengthen  its  entrance 
requirements.  Graduation  from  a  four-year  high  school  is  now  required 
and  no  conditions  as  to  the  amount  of  work  are  allowed.  This  Association 
was    emboldened    to    say    also    that    the    major    portion    of    the    secondary 


18  Ins  rn  i  tioxs  of  Higher  Learning 

course  accepted  for  admission  should  be  definitely  correlated  with  the 
curriculum  to  which  the  student  is  admitted.  If  this  is  lived  up  to,  it  will 
make  the  secondary  course  and  the  college  course  an  eight-year  program 
of   consecutive   effort. 

Table  I  sets  forth  the  entrance  requirements  for  the  first  course  listed 
in  the  catalogue.  Other  courses  have  other  specifications,  but  only  the 
first  course  is  considered  here  as  of  the  year  1920-21.  This  table  shows  the 
total  requirements  as  to  amount,  the  number  of  conditions  allowed,  the 
subject  prescriptions  and  the  free  electives.  Considering  the  total  re- 
quirements  for   unconditional   entrance: 

5  institutions  required  14  units. 
1  institution    required    14.5    units. 
21  institutions    required    15    units. 

The   number   of    conditions   allowed    varied    also   as    follows: 
3  institutions  allowed  3  conditions. 

1  institution    allowed    2.5    conditions. 
18  institutions  allowed  2  conditions. 

2  institutions   allowed    1   condition. 

3  institutions  allowed  0  conditions. 

The  amount  of  prescribed  work  varies  all  the  way  from  0  to  15  units,  a* 
follows: 


nstitutions  prescribed  0  units, 
nstitution  prescribed  8.5  units, 
nstitutions  prescribed  9  units.  . 
nstitutions  prescribed  9.5  units 
nstitutions  prescribed  10  units, 
nstitutions  prescribed  10.5  units, 
nstitutions  prescribed  11  units, 
nstitution  prescribed  11.5  units, 
nstitutions  prescribed  12  units, 
nstitution  prescribed  12.2  units, 
nstitutions  prescribed  13  units, 
nstitution  prescribed  14.5  units, 
nstitution  prescribed  15  units. 


The  subject  prescriptions  are  as  follows: 

a.  English: 

2  institutions  required  0  units. 
25  institutions  required  3  units. 

b.  History: 

8  institutions  required  0  units. 
13  institutions  required  1  unit 
5  institutions  required  2  units 
1  institution  required  3  units. 


In  North  Carolina  19 

c.  Mathematics: 

2  institutions  required  0  units. 
2  institutions  required  2  units. 
9  institutions  required  2.5  units. 
14  institutions  required  3  units. 

d.  Greek. 

27  institutions  required   0  units. 

e.  Latin: 

4  institutions  required  0  units. 
2  institutions  required  2  units. 
6  institutions  required  3  units. 

1  institution  required  3.7  units. 
14  institutions  required  4  units. 

Note:  In  nine  institutions  the  Latin  prescription  may  be  met  wholly  or 
in  part  by  modern  language  units. 

f.  Modern   Language: 

17  institutions  required  0  units. 

4  institutions  required  1  unit. 

4  institutions  required  2  units. 

2  institutions  required  3  units. 

g.  Science: 

19  institutions  required  0  units 
8  institutions  required  1  unit. 


20 


Institutions  of  Higher  Learning 


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22  Institutions  of  Higher  Learning 

GRADUATION   REQUIREMENTS 

In  this  report  graduation  requirements  are  stated  in  terms  of  semester 
hours.  All  other  units  such  as  year-hour,  unit,  quarter  hours,  and  courses 
have  been  equated  into  semester  hours. 

Among  the  leading  institutions  in  America,  the  amount  of  work  required 
for  graduation  varies  from  107  to  172  semester  hours.  The  most  common  is 
120  semester  hours.  "Requirements  for  the  Bachelor's  Degree,"  Bulletin 
No.  7,  Bureau  of  Education,  1920,  considers  49  state  institutions  and  54  en- 
dowed institutions.  Of  these  institutions  the  graduation  requirements  vary 
as  follows: 

6  institutions  require  less  than  120  semester  hours. 
54  institutions  require  120  semester  hours. 
29  institutions   require    121-130    semester   hours. 
14  institutions  require  more  than   130  semester  hours. 

The  amount  of  prescribed  work  also  varies  greatly  in  these  institutions. 
The  amount  of  prescription  is.  shown  roughly  as  follows: 
23  institutions    prescribe    from    21%    to    40%. 
26  institutions  prescribe  from  41%  to  50%. 
33  institutions   prescribe  from   51%   to   60%. 
14  institutions  prescribe  from  61%   to  70%. 
14  institutions  prescribe  over  71%. 

Among  the  state  institutions,  the  University  of  Nevada  has  the  least  amount 
of  prescription,  or  21.6%.  The  University  of  Virginia  has  the  most,  or  77.5%. 
Among  the  endowed  institutions  the  University  of  Pittsburg  has  the  least, 
or  27.02%,  and  the  Catholic  University  of  America  the  most,  or  92.1%. 

Coming  now  to  the  list  of  twenty-seven  institutions  in  North  Carolina, 
there  are  six  that  offer  a  two-year  course  of  study,  three  that  offer  a  three- 
year  course  of  study,  and  eighteen  that  offer  a  four-year  course  of  study.  Of 
the  six  institutions  offering  a  two-year  course  of  study: 

2  institutions  require  60  semester  hours. 
2  institutions  require  64   semester   hours. 
1  institution  requires  66  semester  hours. 
1  institution  requires  72  semester  hours. 

The  requirements  in  the  three-year  courses  vary  as  follows: 
1  institution  requires  95  semester  hours. 
1  institution  requires  96  semester  hours. 

1  institution  requires  102  semester  hours. 

The  graduation  requirements  in  the  eighteen  institutions  offering  a  four 
year  course  are  as  follows: 

7  institutions   require  120   semester   hours. 

2  institutions  require  122   semester   hours. 
2  institutions    require    126    semester   hours. 
4  institutions  require  128  semester  hours. 


In  North  Carolina  23 

1  institution  requires  132  semester  hours. 
1  institution  requires   136   semester  hours. 
1  institution  requires  174  semester  hours. 

The  nine  institutions  offering  less  than  a  four-year  course  prescribe  on 
an  average  82.0%  of  the  graduation  requirements.  The  eighteen  institutions 
offering  a  four-year  course  prescribe  on  an  average  58.2%  of  the  graduation 
requirements.  Atlantic  Christian  College  prescribes  the  least,  or  34.3% 
Flora   Macdonald    prescribes   the   most,    or    91.6%. 

4  institutions  prescribe  from  30%    to   39%. 

0  institutions  prescribe  from  40%  to  49%. 

6  institutions  prescribe  from  50%  to  59%. 

4  institutions  prescribe  from  60%   to  69%. 

4  institutions  prescribe  over  70%. 

English  is  prescribed  by  all  the  institutions,  varying  in  amount  from  3% 
at  the  University  to  30  semester  hours  at  Queens  College.  Among  the  27 
institutions,  seven  prescribe  no  History.  Twenty  do  require  History.  All  the 
institutions  require  some  Mathematics.  Seven  institutions  have  a  major 
and  minor  requirement. 

Table  II  shows  the  total  graduation  requirements  for  the  first  course 
listed  in  the  catalogue  of  1920-21.  It  also  shows  the  total  prescribed  work 
and  its  distribution  by  subjects. 


24 


Institutions  of  Higher  Learning 


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26  Ixstiti  tioxs  of  Higher  Learxixg 


THE  FACULTY 

The  degree  held  by  a  member  of  a  college  faculty  is  not  to  be  accepted  is 
the  final  test  of  his  ability  to  give  instruction  in  his  subject.  In  the  fol- 
lowing tabulation  only  the  training  represented  by  earned  college  and 
university  degrees  is  considered.  There  is  no  way  to  tabulate  real  teach- 
ing ability.  The  nearest  approach  to  it  is  to  tabulate  the  training  of  the 
faculty  in  terms  of  college  credits.  The  following  table  does  not  con- 
sider the  training  of  the  instructors.  The  effort  was  to  consider  only 
those  who  held  rank  at  least  as  associate  professor.  Merely  the  num- 
ber of  instructors  is  listed,  as  our  information  did  not  show  the  scholastic 
training  of  these  instructors  below  professorial  rank. 

When  we  consider  the  teachers  of  professorial  rank,  we  find  that  there 
are  457  of  them  in  the  twenty-seven  institutions.  The  scholastic  training 
of  these  is  represented  as  follows: 

The  Ph.D.  Degree  is  held  by  77  or  16.85% 

The  Master's  Degree  is  held  by  150  or  32.84% 

The  Bachelor's  Degree  is  held  by  146  or  31.94'- 

No  Scholastic  Degree  is  held  by  60  or  13.13% 

A  Specialized  Degree  is  held  by  24  or     5.24'  - 

Total  457  or       100% 

In  addition  to  these  457  there  were  229  instructors,  making  a  total  teaching 
force  of  6S6.  In  the  eleven  institutions  in  Class  A  there  are  employed 
391  teachers,  or  258  professors  and  153  instructors. 

Of  the  258  professors  the  following  shows  the  scholastic  preparation : 

The  Ph.D.  Degree  is  held  by  68  or  26.35% 

The  Master's  Degree  is  held  by  109  or  42.25% 

The  Bachelor's  Degree  is  held  by  49  or  1S.99^C 

No  Scholastic  Degree  is  held  by  12  or     4.667r 

A  Specialized  Degree  is  held  by .20  or     7.75r; 

Total    258  or       100% 


In  North  Carolina 


27 


TABLE  III.— TRAINING  OF  THE  FACULTY 

(a)     Institutions  for  White  People 


COLLEGE 


Asheville  Normal 

Atlantic  Christian  College 

Belmont  Abbey  College 

Carolina  College 

Catawba  College 

Chowan  College 

Davenport-College 

Davidson  College 

East  Carolina  Teachers  College. 

El  on  College... 

Flora  Macdonald  College. 

Greensboro  College  for  Women 

Guilford  College 

Lenoir  College 

Louisburg  College 

Meredith  College 

Mitchell  College " 

North  Carolina  College  for  Women. 

O xf ord  College 

Peace  Institute 

Queens  College 

Salem  College 

State  College  of  A.  and  E 

St.  Genevieve  of  the  Pines 

St  Mary's  School 

Trinity  College 

University  of  N.  C 

Wake  Forest  College 

Weaver  College __ 


Grand  totals. 


150 


(b)     Institutions  for  Colored  People 


1.  A.  and  T.  College 

2.  Bennett  College 

3.  Biddle  University 

4.  Livingston  College 

5.  National  Training  School 

6.  Shaw  University 

Grand  totals 


0 

0 

10 

1 

0 

11 

15 

(1 

3 

6 

1 

0 

10 

5 

0 

0 

7 

0 

0 

7 

0 

2 

5 

1 

0 

3 

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16 

1 

1 

3 

0 

0 

5 

12 

1 

4 

6 

1 

0 

12 

13 

4 

13 

33 

3 

3 

5(5 

61 

28  Institutions  of  Higher  Learning 


STUDENT  BODY 

We  are  trying  to  show  in  this  table  the  total  college  effort  in  North 
Carolina  in  1920-21  by  tabulating  the  college  students  by  classes.  This, 
table  also  shows  the  institutions  that  carry  a  preparatory  department  and 
the  relative  effort  given  to  it.  There  are  several  universities  in  the  United 
States  at  any  one  of  which  there  were  more  students  in  1920-21  than  at 
all  the  institutions  in  North  Carolina.  As  the  high  schools  increase  in  effi- 
ciency and  turn  out  greater  numbers  of  better  prepared  students,  it  wilL 
be  necessary  for  the  colleges  to  expand,  in  order  to  be  able  to  provide 
collegiate  opportunity  for  the  increasing  army  of  annual  high  school 
graduates. 

The  college  students  arrange  themselves  in   classes  as   follows: 

Freshman  Class 2,771 

Sophomore    Class    1,563 

Junior    Class     979 

Senior  Class 720 

Graduate    Students     183 

Total  Regular  Students 6,216 

Special    Students,    including    professional    students 
not  included  in  above  count 1,562 

Grand  Total 7,778  Students. 


In  North  Carolina 


29 


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32  Institutions  of  Higher  Learning 


FINANCIAL 

The  time  has  come  when  it  is  impossible  for  an  institution  of  collegia*0 
rank  to  maintain  its  standing  unless  it  is  in  possession  of  considerable  in- 
come from  sources  other  than  from  its  students.  Student  income  can  not 
supply  even  half  of  the  necessary  funds  to  run  an  institution  of  the 
highest  class.  It  must  have  a  large  endowment,  or  be  subsidized  by  either 
the  State  or  the  Church,  or  some  other  body  able  to  guarantee  a  con- 
stant and  unvarying  income.  The  total  resources  of  North  Carolina  in- 
stitutions is  in  the  aggregate  large.  However,  when  we  examine  the  re- 
sources of  any  single  institution  it  is  doubtful  if  any  one  of  them  has  all 
the  money  that  it  could  use  advantageously.  Each  institution  seems  to  be 
carrying  a  program  of  work  that  strains  its  resources  to  the  utmost. 


In  North  Carolina 


33 


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36  Institutions  of  Higher  Learning 


EQUIPMENT 

Table  VI  shows  something  of  the  college  equipment  with  which  the  institu- 
tions are  trying  to  do  this  work.  In  this  table  special  attention  is  given 
to  the  laboratory  and  library  facilities.  The  total  libraries  in  all  the 
colleges  reporting  show  358,357  volumes.  There  is  only  one  library  with 
more  than  100,000  volumes.  There  are  three  others  which  exceed  25,000. 
All  told  there  are  only  eight  libraries  that  exceed  10,000  volumes. 

There  are  only  eight  scientific  laboratories  that  exceed  $10,000  in  cost  of 
apparatus. 


In  North  Carolina 


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40 


Institutions  of  Higher  Learning 


LIST  OF  INSTITUTIONS  IN  NORTH  CAROLINA 
DOING  WORK  AROVE  HIGH  SCHOOL   GRADUATION 

I.     Institutions  for  White  People 


No. 


Name     of     Institution 


Location 


President 


Appalachian  Training  School 

Asheville  Normal 

Atlantic  Christian  College 

Belmont  Abbey  College 

Carolina  College 

Catawba  College.. . 

Chowan  College . - 

Concordia  College 

Cullowhee  Normal  and  Industrial  School- 
Davenport  College 

Davidson  College t._"_. 

Fast  Carolina  Teachers  College 

Elon  College 

Flora  Macdonald  College 

Greensboro  College  for  Women 

Guilford  College 

Lenoi r  C ollege 

Louisburg  College 

Mars  Hill  College.... i __... 

Meredith  College L~. 

Mitchell  College 

Montreat  Normal  School . 

Mount  Amoena  Seminary.. 

Mount  Pleasant  Collegiate  Institute 

N.  C.  State  College  of  A.  and  E .___. 

N.  C.  State  College  for  Women ■____. 

Oxford  College 1 b— . 

Peace  Institute j 1 U 

Queens  College 

Rutherford  College 

Salem  College 

St.  Mary's  School : 

Trinity  College 

University  of  North  Carolina 

Wake  Forest *_. 

Weaver  College. 


Boone. 

Asheville 

Wilson 

Belmont 

Maxton 

Newton 

Murfreesboro 

Conover 

Cullowhee 

Lenoir 

Davidson 

Greenville 

Elon  College 

Red  Springs. ._. 

Greensboro. 

Guilford  College. .... 

Hickory 

Louisburg 

Mars  Hill 

Raleigh 

Statesville 

Montreat 

Mount  Pleasant 

Mount  Pleasant 

Raleigh 

Greensboro. 

Oxford 

Raleigh 

Charlotte 

Rutherford  College. 

Winston-  Salem 

Raleigh 

Durham 

Chapel  Hill 

Wake  Forest 

Weaverville. 


B.  B.  Dougherty 
Dr.  John  E.  Calfee 
H.  S.  Hilley 

Rev.  Leo  Haid 

E.  L.  Greene 

Dr.  A.  D.  Wolhnger 

P.  S.  Vann 

O.  W.  Kreinheder 

R.  L.  Madison 

C.  L.  Hornaday 
Dr.  W.  J.  Martin 
Dr.  R.  H.  Wright 
Dr.  W.  A.  Harper 
Dr.  C.  G.  Vardell 
Dr..  S.  B.  Turrentine 
Dr.  Raymond  Binford 
Dr.  J.  C.  Peery 

A.  W.  Mohn 

R.  L.  Moore 

Dr.  C.  E.  Brewer 

W.  F.  Hollingsworth 

Miss  Sallie  Austin 

Rev.  J.  H.  C.  Fisher 

C.  F.  McAlister 

Dr.  W.  C.  Riddick 

Dr.  J.  I.  Foust 

Dr.  F.  P.  Hobgood 

Miss  Mary  O.  Graham 

Dr.  W.  H.  Frazer 

M.  T.  Hinshaw 

Dr.  Howard  Rondthaler 

Rev.  W.  W.  Way 

Dr.  W.  P.  Few 

Dr.  H.  W.  Chase 

Dr.  W.  L.  Poteat 

A.  M.  Norton 


Woodrow  Wilson  College '  Banner  Elk Rev.  Edgar  Tufts 


II.     Institutions  for  Colored  People 


1.  Agricultural  and  Technical  College.. 

2.  Bennett  College 

3.  Biddle  University 

4.  Elizabeth  City  Steite  Normal  School 

5.  Fayetteville  State  Normal  School..- 

6.  Kittrell  College 

7.  Livingston  College 

8.  National  Training  School 

9.  Shaw  University u 

10.   Slater  State  Normal  School 


Greensboro.. 
Greensboro.. ... 

Charlotte. 

Elizabeth  City. 

Fayetteville 

Kittrell 

Salisbury 

Durham 

Raleigh.. 

Winston-Salem 


Jas.  B.  Dudley 
Frank  Trigg 
H.  L.  McCrory 
P.  W.  Moore 
E.  E.  Smith 
Geo.  A.  Edwards 
D.  C.  Suggs 
J.  E.  Shepard 
Joseph  L.  Peacock 
S.  G.  Atkins 


UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 


00034036230 

FOR  USE  ONLY  IN 
THE  NORTH  CAROLINA  COLLECTIO 


Form  No.  A-368,  Rev.  8/95 


■ 


